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Unit 2Assessment and Remediation Guide


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Table of Contents


Section I, Phonics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Steps for Determining Student Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Establish areas of weakness within the phonics component . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Confirm the earliest point of code knowledge weakness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Plan for instruction according to the level of instructional need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Planning for Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Lesson Template Section Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Dimensions of Diffi culty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Lesson Templates and Sample Remedial Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Guided Reinforcement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Explicit Reteaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Comprehensive Reteaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Phonics Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Warm-Up: Match Me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Explicit Instruction: Review the Sound-Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Guided Practice: Chaining . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Other Guided Practice for Sound-Spellings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Push & Say . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

My Magic ‘e’ Strips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Making Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

BINGO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Race to the Top . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Phrase and Sentence Baseball . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Phrase and Sentence Read, Write, Share. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Phonics Progress Monitoring: Sound-Spellings Word Recognition Assessments . . . . . . . . . . . . . . . . . . . . . . 28

Materials for Phonics Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35


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Section II, Fluency and Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89

Steps for Determining Student Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Establish areas of weakness within the uency and comprehension component . . . . . . . . . . . . . . . . . . 91

Plan for instruction according to the level of instructional need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

Planning for Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

Lesson Template Section Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

Dimensions of Diffi culty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

Lesson Templates and Sample Remedial Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

Guided Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

Explicit Reteaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

Comprehensive Reteaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

Fluency and Comprehension Exercises. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

Warm-Up: Silly Voices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

Warm-Up: Two Voices or Play Parts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

Explicit Instruction: Address Prior Knowledge and Set a Purpose . . . . . . . . . . . . . . . . . . . . . . . . 104

Guided Practice: Model Thinking with Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105

Guided Practice: Read with Purpose and Understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105

Tricky Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107Explicit Instruction: Review the Sound-Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

Other Guided Practice for Tricky Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

Tricky Word Sorts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

BINGO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110

Race to the Top . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110

Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

Grammar (Nouns) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

Noun Games (Extended for Common and Proper Nouns) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

Fluency and Comprehension Progress Monitoring. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114

Fluency and Comprehension Passage Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117

Tricky Words Recognition Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133

Grammar Observational Chart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

Materials for Fluency and Comprehension Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137


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Grade 1 | Unit 2 Assessment and Remediation Guide 5© 2013 Core Knowledge Foundation

Section IPhonics


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6 Grade 1 | Unit 2 Assessment and Remediation Guide© 2013 Core Knowledge Foundation


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Steps for Determining Student Need

Step 1: Establish areas of weakness within the phonics component

You may wish to use the following chart by highlighting where students have

struggled with particular instructional tasks, demonstrated weak performance

on certain assessment components (administered in Lessons 18 and 19), and/ o

continued to be challenged with Pausing Points used for review. Signicant

highlighting will indicate:

• the Unit 2 objective (top row) in need of reinforcement or remediation.

• the corresponding Assessment and Remediation Guide section (bottom row)

where you will nd appropriate instructional resources.

IF student struggles with… Sound-Spellings (Vowel Digraphs)

As observed during related

instructional tasks:

• Flip Book Review (Unit 2 Lesson 1)

• Hearing Medial Sounds (Unit 2 Lessons 1, 6, 8, 12)

• Teacher Modeling (Unit 2 Lessons 1, 3, 6, 8, 12)• Writing the Spellings and Word Box (Unit 2 Lesson 1)

• Sound-Spelling Review (Unit 2 Lessons 2, 15, 16, 17)

• Teacher Chaining (Unit 2 Lesson 2)

• The New Sound (Unit 2 Lesson 3)

• Digraph Dictation (Unit 2 Lessons 3, 6, 8, 12, 13)

• Pop-Out Chaining (Unit 2 Lessons 4, 5, 8, 9, 11)

• Wiggle Cards (Unit 2 Lessons 7, 14, 17, 18)

• Individual Code Chart (Unit 2 Lesson 8)

• Speedy Sound Hunt (Unit 2 Lesson 10)

• Word Sort (Unit 2 Lesson 11)• Reading and Writing Words with Separated Digraphs (Unit 2 Lesson 13)

Or as evidenced by performance

on assessment components:Word Recognition Assessment (Unit 2 Lesson 18)

AND IF review with related

Pausing Points is not enough:

• Blend and Segment Words

• Recognize and Isolate the Sounds Reviewed in Unit 2

• Recognize the Spellings Reviewed in Unit 2

• Write the Spellings Reviewed in Unit 2

• Read One-Syllable Words That Contain Vowel Digraphs

• Read Phrases

• Spell One-Syllable Words with Vowel Digraphs

• Write Words That Contain Vowel Digraphs

• Write Phrases

• Write Sentences

Then use Grade 1 Unit 2 Asses sment a nd Remediation

Guide resources from…

Section I, Phonics


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Step 2: Confirm the earliest point of code knowledge weakness

If code knowledge is weak, then use the provided Units 1 and 2 Phonics Scope

and Sequence to determine the earliest point at which skills need remediation

and begin reinforcement and reteaching there. Remediation may need to

begin in an earlier unit. This consideration is critical because the content of the

Assessment and Remediation Guide builds on previously taught skills.

Units 1 and 2 Phonics Scope and Sequence

Unit 1 Lessons Code Knowledge

1–16Single-Letter Sound-Spellings (e.g., ‘s’ > /s/; includes consonant

clusters)

17–20 Digraph Sound-Spellings

23–24 Double-Letter Sound-Spellings (e.g., ‘ck’ > /k/ and ‘ff’ > /f/)

Unit 2 Lessons Code Knowledge

1 /ee/ spelled ‘ee’ as in seed

3 /ae/ spelled ‘a_e’ as in cake

6 /ie/ spelled ‘i_e’ as in line

8 /oe/ spelled ‘o_e’ as in hope

12 /ue/ spelled ‘u_e’ as in cube

Step 3: Plan for instruction according to the level of instructional need

For a description of each level, see Levels of Instructional Need in the

Introduction for the Grade 1 Assessment and Remediation Guide. If the student

is in need of:

• guided reinforcement with the Phonics (Section I) component, then you are

ready to plan using the Guided Reinforcement Lesson Template.

• explicit reteaching with the Phonics (Section I) component, then you are ready

to plan using the Explicit Reteaching Lesson Template.

• comprehensive reteaching, including instruction with Fluency and

Comprehension (Section II), additionally follow the steps for determining

student need in the Fluency and Comprehension section. Determining student

need across the sections will then inform planning using the ComprehensiveReteaching Lesson Template.


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Planning for Instruction

The lessons in Section I, Phonics are based on the objectives from Grade 1,

Unit 2. Please refer to the Alignment Chart in the Teacher Guide for a more in-

depth explanation about the objectives that are covered. The primary phonics

objective from Grade 1 Unit 2 is:

Sound-spellings (Reading and writing the most common/least ambiguous

vowel digraphs)

Lesson Template Section Descriptions

Template section descriptions are provided to highlight the purpose of each

lesson section. Different combinations of lesson sections are used in the three

templates aligned to Levels of Instructional Need. Understanding the purpose

of each lesson section will inform instructional planning.

Warm-Up Activities

Warm-Up activities prepare students for instruction and focus student attention

on following directions. A Warm-Up activity should begin each remedial

instruction session regardless of the lesson template selected. The phonics

exercise, Match Me, is recommended for the Warm-Up. These exercises

activate foundational knowledge and abilities for reading and spelling.

Explicit Instruction

Explicit instruction is part of the Reteaching (both Explicit and Comprehensive)

lesson templates. The Explicit Instruction section provides teacher-directed

time to prepare students to engage with the instruction. The phonics exercise,

Review the Sound-Spelling, is recommended for Explicit Instruction to provide

direct instruction with challenging sound-spellings targeted for instruction.

A single objective should be the primary focus of any remedial instructionsession. If you are using the Comprehensive Reteaching Lesson Template and

students need remediation with Phonics and Comprehension, then rotate

the focus selected for the Warm-Up, Explicit Instruction, and related Guided

Practice (working with skills) throughout a series of sessions. A rotating focus

may look like this:

Session 1 Session 1

Warm-Up: Phonics focus Warm-Up: Comprehension focus

Explicit Instruction: Phonics focus Explicit Instruction: Comprehensionfocus

Guided Practice (working with skills):Phonics focus

Guided Practice (working with skills): Comprehension focus

Guided Practice (applying skills): Combination from component areas (e.g.,

a Phonics and a Fluency activity)

Guided Practice (applying skills): Combination from component areas ( e.g.,a Phonics and a Comprehension activity )

Independent Practice/Progress

Monitoring: Phonics activity (observingfor success independently)


Monitoring: Progress Monitoring Assessment for Comprehension


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Guided Practice (working with skills)

Guided Practice (working with skills) is a transition from teacher-directed

Explicit Instruction into supported instructional time. Therefore, the ‘working

with skills’ Guided Practice is an extension of the Explicit Instruction. The

phonics exercise, Chaining, is recommended for Guided Practice (working with

skills) to have students apply sound-spelling knowledge with a high level of

support and opportunity for immediate feedback.

Guided Practice (applying skills)

Guided Practice (applying skills) provides a exible opportunity for practice with

other activities from the Exercises section. If a single objective is the focus for

remediation (e.g., vowel digraph sound-spellings), then corresponding activities

should be selected for this portion of the Guided Reinforcement or Explicit

Reteaching lesson template. If multiple objectives are the focus for remediation,

then assorted activities under Exercises may be selected from Phonics

(Section I) and Fluency and Comprehension (Section II) of Unit 2.

Independent Practice/Progress Monitoring

Following the Exercises section is a Progress Monitoring section. Time isallotted at the end of the Reteaching (both Explicit and Comprehensive) lesson

templates for independent practice and/or progress monitoring. Independent

practice time is an extension or repeat of previously completed activities with

which students have demonstrated the ability to perform independently. As

needed, this allows for integration of progress monitoring assessments.

Dimensions of Difficulty

Lessons can be crafted to be more or less difcult by varying the degree of

contrast between target phonemes and the complexity of the words for reading

and spelling. The following chart illustrates how lessons can be designed to be

more or less challenging across both dimensions.

Least Difficult Distinguishing between

Long Vowel Sounds (e.g.,

/ ae/ and /oe/)

Distinguishing between

Short and Long Vowel

Sounds (e.g., /a/ and /ae/)

Read and spell three-

phoneme words

Read and spell words with

consonant clusters anddigraphs

Most Difficult

For the introduction to long vowel sound-spellings, students are taught the

most common or least ambiguous spelling for /ee/, /ae/, /ie/, /oe/, and /ue/. The

long vowel sound-spellings are taught one at a time and each sound-spelling

is contrasted to the short vowel sound-spelling making use of the common

grapheme (e.g., can and cane). Distinguishing between short and long vowel


13/246


sounds is more difcult than distinguishing between long vowel sounds only.

However, the initial contrast between short and long vowel sound-spellings is

needed to teach students the conceptual difference between them. Struggling

readers often require repeated opportunities to assimilate the concept of

long vowel sound-spellings into their existing code knowledge. Therefore,

once the long vowel sound-spellings from Unit 2 have been introduced, it

may be benecial to target the long vowel sound-spellings contrasted against

each other (not including short vowel sound-spellings) and/or devote someinstructional time to previously taught sound-spellings (e.g., digraphs) in need

of review, before cycling back around to instruction targeting the short and long

vowel sound-spellings.

For example, after Unit 2 instruction of short and long vowel sound-spelling

contrast, if students need remediation with /ee/ > ‘ee', /oe/ > ‘o_e', and /ue/ >

‘u_e', then an instructional sequence might look like this:

Instructional Contrasts Rationale

/oe/ > ‘o_e’ and /ae/ > ‘a_e’Contrast a developing sound-spelling with a more solid

sound-spelling

/oe/ > ‘o_e’ and /ae/ > ‘a_e',

add /ue/ > ‘u_e’

Add another developing sound-spelling to a familiar

contrast (maintaining similarity of separated vowel

digraph spelling)

/oe/ > ‘o_e’ and /ue/ > ‘u_e',

add /ee/ > ‘ee’

Add another developing sound-spelling to a familiar

contrast (keep the contrast to only three different

sound-spellings)

Review consonant digraphs Take a break from long vowel sound-spellings

/o/ > ‘o’ and /oe/ > ‘o_e’ Revisit short and long vowel sound-spelling contrast

/u/ > ‘u’ and /ue/ > ‘u_e’ Revisit short and long vowel sound-spelling contrast

/e/ > ‘e’ and /ee/ > ‘ee’ Revisit short and long vowel sound-spelling contrast


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Lesson Templates and Sample Remedial Lessons

Lesson Templates are provided to structure your use of the instructional

resources. Sample Remedial Lessons provide examples of how instructional

exercises can be utilized within the templates. Time (noted in minutes) is an

estimate and should be adjusted as needed.

Guided Reinforcement Lesson Template

Note: Progress monitoring related to instruction from Guided Reinforcement

lessons may be integrated within instructional times other than these

brief remedial lessons, or remedial instructional time may be devoted to

completed progress monitoring as needed.

Guided

ReinforcementExercise Materials Minutes

Warm-Up Match MeLarge Letter

Cards3

Guided

Practice

(applying

skills)

Choose one or two activities or games from

Phonics Exercises.

activitydependent

12

Guided Reinforcement Sample Remedial Lesson

Target: /oe/ > ‘o_e’ and /ue/ > ‘u_e’

Guided

ReinforcementExercise Materials Minutes

Warm-Up

Match Me

Play Match Me with:

/o/ > ‘o’

/oe/ > ‘o_e’

/u/ > ‘u’

/ue/ > ‘u_e’

Large Letter

Cards ‘o',

‘o_e', ‘u', and

‘u_e’

3

Guided

Practice

(applying

skills)

Sound-Spellings: Phrase and Sentence

Baseball

Phrases and Sentences List: /oe/ > ‘o_e’

and /ue/ > ‘u_e’

Phrases and

Sentences

Lists

chalkboardand chalk

12


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Explicit Reteaching Lesson Template

Explicit

ReteachingExercise Materials Minutes

Warm-Up Match MeLarge Letter

Cards3

Explicit

InstructionReview the Sound-Spelling

Grade 1

Code Flip

Books

Articulation

Chart

Word List

4

Guided

Practice

(working with

skills)

Chaining

Chaining List

Large LetterCards

(optional)

writing

materials for

teacher and

students

8

Guided

Practice

(applying

skills) ORIndependent

Practice/

Progress

Monitoring

Choose one or two activities or games

from Phonics Exercises.

Activities with which students have

demonstrated independence may engage

students when progress monitoring withindividuals is needed.

activity

dependent

Progress

Monitoring

worksheets

10


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Explicit Reteaching Sample Remedial Lesson

Target: /ae/ > ‘a_e’ and /ie/ > ‘i_e’ (long vowel separated digraph contrast only)

Explicit


Warm-Up

Match Me

Play Match Me with:

/ee/ > ‘ee’

/ae/ > ‘a_e’

/ie/ > ‘i_e’

/oe/ > ‘o_e’

/ue/ > ‘u_e’

Large LetterCards: ‘ee’,

‘a_e’, ‘i_e’,

‘o_e’, and

‘u_e’

3

Explicit

Instruction

Review the Sound-Spelling

Review /ae/ > ‘a_e’ and /ie/ > ‘i_e’

Grade 1

Code Flip

Books

Articulation

Chart

Word List

4

Guided

Practice

(working with

skills)

Chaining

Chaining list targeting /ae/ > ‘a_e’ and /

ie/ > ‘i_e’: kite > bite > site > side > wide >

wade > made > make > mike (consonants:

‘k', ‘t', ‘b', ‘s', ‘d', ‘w', ‘m', and vowels: ‘a', ‘i',

and ‘e’)

Chaining List

dry erase

board,

marker, and

eraser for

teacher and

each student

8

Guided

Practice

(applying

skills) OR

Independent

Practice/

Progress

Monitoring

My Magic ‘e’ Strips

/ae/ > ‘a_e’: can—cane, man—mane, and

pan—pane

/ie/ > ‘i_e’: kit—kite, pin—pine, and spin—

spine

prepared

Magic ‘e’

Strips for

each student

10

Race to the Top

Student partners play “Race to the Top”

with Vowel Digraph Word/Picture Cards for /ae/ > ‘a_e’ and /ie/ > ‘i_e'.

Word/Picture

Cards (Vowel

Digraph) for

/ ae/ > ‘a_e’and /ie/ >

‘i_e’


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Comprehensive Reteaching Lesson Template

Explicit


Warm-Up

If Phonics Focus: Match Me

If Fluency and Comprehension Focus,

choose one: (see Section II, Fluency and

Comprehension)

• Silly Voices

• Two Voices or Play Parts

activitydependent 3

Explicit

Instruction

If Phonics Focus: Review the Sound-

Spelling

If Fluency and Comprehension Focus: Address Prior Knowledge and Set a

Purpose ( see Section II, Fluency and

Comprehension )

activitydependent

5

Guided

Practice

(working with

skills)

If Phonics Focus: Chaining

If Fluency and Comprehension Focus:

Model Thinking with Reading ( see

Section II, Fluency and Comprehension )

activitydependent

10

Guided

Practice

(applying

skills)

Choose one or two activities or games

from Exercises sections according totarget objectives across components:

• If Phonics Focus ( see Phonics

Exercises )

• If Fluency and Comprehension

Focus: Read with Purpose and

Understanding ( see Section II, Fluencyand Comprehension )

activitydependent

12

Independent

Practice/

Progress

Monitoring

Activities with which students have

demonstrated independence may engage

students when progress monitoring withindividuals is needed.

activity

dependent

ProgressMonitoringworksheets

10

Note: If a single remedial instruction session does not allow enough time to

complete the Comprehensive Reteaching Lesson, then the instruction can be

divided over two instructional sessions instead. A split lesson structure may

look like this:

Session 1 Session 2

Warm-Up


Guided Practice (working with skills)

Initiate Guided Practice (applying

skills)

Warm-Up


Continue Guided Practice (applying

skills)


Monitoring


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Comprehensive Reteaching Sample Remedial Lesson

Target: /ee/ > ‘ee’ and /ue/ > ‘u_e’ (mixed short and long vowel contrasts)

Comprehensive


Warm-Up

Match Me

Students are shoring up knowledge of

long vowel digraphs with review of thetwo sound-spellings that have been more

challenging than the others. Play Match Me

with:

/e/ > ‘e’

/ee/ > ‘ee’

/u/ > ‘u’

/ue/ > ‘u_e’

Large Letter

Cards: ‘e’,

‘ee’, ‘u’, and

‘u_e’

3

ExplicitInstruction Review the Sound-SpellingReview /ee/ > ‘ee’ and /ue/ > ‘u_e’

Grade 1

Code Flip

Books

Articulation

Chart

Word List

5

Guided

Practice

(working with

skills)

Chaining

Chaining list targeting /ee/ > ‘ee’ including

short vowels: met > meet > beet > bet >

pet > pep > peep > sheep > steep > step

(digraph: ‘sh’ consonants: ‘m', ‘t', ‘b', ‘p', ‘s',

and vowels: ‘e’ and ‘ee’)

Chaining list targeting /ue/ > ‘u_e’ including

short vowels: mule > mute > cute > cut >cub > cube (consonants: ‘m', ‘l', ‘t', ‘c', ‘b',

and vowels: ‘u’ and ‘e’)

Chaining List

dry erase

board,

marker, and

eraser for

teacher and

each student

10

Guided

Practice

(applying

skills)

Making Words

Students need the most reinforcement

with /ue/ > ‘u_e’. Complete Making Words

(‘u_e’).

Making

Words

(‘u_e’) and

Extension

page for

each student

12

Independent

Practice/

Progress

Monitoring

Independent Practice: Silly Voices

Reread with silly voices (Fluency and

Comprehension Exercise) the most recent

story used in instruction from the Gran Reader.

Text Copies

of stories and

Silly Voices

Cards

10

Progress Monitoring: While students reread

with silly voices, complete Sound-Spelling

Progress Monitoring Assessment.

Word Cards

and Record

Sheets for

Sound-

Spelling

Progress

Monitoring 3


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Phonics Exercises

This section contains activities and games recommended for use in the Warm-

Up, Explicit Instruction, and Guided Practice (working with skills) portions of

the lesson templates. Instructions for the activities and games are provided,

and necessary materials are noted.

Warm-Up: Match Me

Objective: Prompt student attention to the connection between written letters

and spoken sounds for taught sound-spellings.

Materials:

• Large Letter Cards

Preparation: Gather student sets of Large Letter Cards from Materials for

Phonics Lessons corresponding to the sound-spellings you intend to address

in the rest of the lesson, as well as other sound-spellings students have been

explicitly taught and have not yet mastered. Selections should be informed by

instructional observations and student performance assessments.

Instructions:

• Provide each student with a set of Large Letter Cards corresponding to the

targeted sound-spellings.

• Tell students you will either say a sound or show a letter.

• If a sound is provided, students should nd the corresponding spelling on

the Large Letter Cards.

• If a spelling (Large Letter Card) is shown, students should prepare to

provide the corresponding sound when prompted.

• If anyone provides an incorrect answer, correct the error, and havestudents repeat the item.

• Keeping notes on a copy of the Phonics Scope and Sequence chart

(provided in Determining Student Need) regarding sound-spelling

knowledge mastered, progressing, or unfamiliar will help you plan for the

next lesson Warm-Up.

Explicit Instruction: Review the Sound-Spelling

Objective: Reteach sound-spelling knowledge needed for reading and writing

with which students are demonstrating difculty.

Materials:

• Grade 1 Code Flip Books

• writing materials for students (e.g., paper and pencils)

• Articulation Chart

• Word lists


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Preparation: Select sound-spellings in need of remediation. Gather Grade 1

Code Flip Books and the Articulation Chart from Materials for Phonics Lessons.

Reference the Word Lists from Materials for Phonics Lessons to create word

lists with three to ve words for each sound-spelling targeted in the lesson. Also

gather writing materials for each student.

Instructions:

• Display the appropriate Code Flip Book page for the sound-spelling beingtaught.

• Remind students of the articulation needed to make the target sound.

• Say and have students echo the example word, noting where the sound-

spelling occurs (initial, medial, or nal position).

• Briey review the strokes for letter formation.

• Say a number of words with the targeted sound-spelling, and have

students repeat after you. Then have students write the words.

Guided Practice: Chaining

Objective: Work with sound-spelling correspondences by requiring attention to

individual sound-spelling changes as words are read or spelled.

Materials:

• Chaining list

• writing materials for both teacher and student writing

• optional: Large Letter Cards

Preparation: Select a chaining list targeting sound-spellings in need of

remediation from Materials for Phonics Lessons. If students are struggling

to distinguish between short and long vowel sound-spellings whenboth are used in instruction, the long vowel sound-spelling chains may

be used before the mixed vowel sound-spel ling chains . Gather writing

materials (e.g., dry erase boards and markers) for both teacher and students. If

you wish to display letter cards for the letters used in the chain, copy and cut

the required Large Letter Cards from Materials for Phonics Lessons.

Instructions:

• Display the letters required for the selected chain. They may be written at

the top of the board or chart paper or may be letter cards set out in front of

students on the table.


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Chaining for Reading

• Start with chaining for reading. (Decoding tends to be less challenging

than encoding.) Tell students you will use the letters to write words for

them to read.

• Write the rst word and tell students to look at the letters from left to right

As they look at the letters, they need to remember the sounds the letters

stand for and blend the sounds together to make the word.• Make the letter change needed for the next word and describe the change

as it is made. For example, changing tap to tape say, “Now I’m adding a

magic ‘e’ at the end. What word did I make now?”

• Continue until the chain is complete.

• If support is needed, model the sounds and blending. Also encourage

students to use the blending motions they have learned.

Chaining for Spelling

• Next use the same or an alternate chain for spelling. Tell students you will

say words for them to write, and for each new word they will only need tochange one sound.

• Say the rst word and tell students to break the word up into sounds and

write the letters for each sound from left to right.

• Provide the next word and have students explain the change theyhad

to make from the previous word. For example, changing cape to shape

students may say, “I changed the ‘c’ at the beginning to ‘sh’.”

• Continue until the chain is complete.

• If support is needed, model breaking the sounds apart and writing the

letters for each sound.

Phonics Exercises: Other Guided Practice for Sound-Spellings

This section provides activities and games reinforcing code knowledge as

students apply sound-spellings to read or spell words. The exercises are

recommended for use in the Guided Practice (applying skills) and Independent

Practice portions of the lesson templates. Game materials are provided in

sets according to categories of sound-spellings: short vowel and long vowel.

We recommend copying and cutting the materials from card stock to allow

for reuse. The exercises provide engaging opportunities to develop code

knowledge with decreasing support as students’ skills strengthen.


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Sound-Spellings: Push & Say

Materials:

• Push & Say Letter Card set for each student

• Sound Boxes page for each student

• Word list

Preparation: Copy the Sound Boxes page and copy and cut a set of Push& Say Letter Cards for each student from Materials for Phonics Lessons.

Reference the Word Lists from Materials for Phonics Lessons to create a word

list targeting sound-spellings in need of remediation.

Instructions:

• Provide each student with the Sound Boxes page and a set of Push & Say

Letter Cards required for the words selected for building.

Note: If students will build words with double letter sound-spellings, remind

them of the spelling used for /f/, /l/, /s/, and /k/ when those sounds occur

at the end of words (e.g., ‘ff’, ‘ll’, ‘ss’, and ‘ck’). Students should use the

letter cards with double-letter spellings when this occurs. Similarly, for the

new long vowel spelling for /ee/ students will use the ‘ee’ letter card. For the

magic ‘e’ sound-spellings of /ae/ > 'a_e', /ie/ > 'i_e', /oe/ > 'o_e', and /ue/

> 'u_e', letter cards with two connected squares are provided. Tell students

the magic ‘e’ will cover the sound box for the nal spelling position, always

resulting in one more sound box being lled than the total number of sounds

in words with magic ‘e’ sound-spellings.

• Say a word, such as feed.

• Students echo the word and then individually work to select the letter cards for

the sound-spellings identied as they segment the word into phonemes.

• Have students place the letter cards directly below the boxes in the correct

positions from left to right. Tell students they will not always use all the sound

boxes.

• Once you see a student is ready, ask him or her to push the cards into the

boxes from left to right and say the sound as each letter card is pushed.

Immediately, students should run their nger under the word in one smooth

motion and say the whole word blended.

• Clear the board for the next word.

• If additional support is needed, begin by asking students to ip their letter

cards over to the blank side and Push & Say for a few practice words using the

blank side of the cards. This removes the component of identifying the correct

sound-spelling, allowing students to start with a focus on the sounds and their

positions before adding in the task of connecting the sounds to spellings.


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Sound Boxes can be used in varied ways:

1. Select words from the Word Lists from Materials for Phonics Lessons

for students to practice building and blending with target sound-

spellings.

2. Students who struggle to write the words from the Making Words

activities in this section may be supported by building in Sound Boxes

first and then copying the word onto the handwriting lines.3. Sound Boxes may also support students during Chaining activities. For

reading the teacher may build or write sound-spellings in the boxes

to help highlight the positions, particularly helping to focus student

attention to the correct position as spellings change to form a new

word. Similarly, for spelling, students may build or write sound-spellings

in the boxes for support as they break apart and record the phonemes

they hear in words.

Sound-Spellings: My Magic ‘e’ Strips

The following activity may help students strengthen their understanding of role

of Magic ‘e’ in separated vowel digraphs.

Materials:

• paper or card stock strips

• writing implements

• Word list (short and long vowel word pairs)

Preparation: Select short and long vowel word pairs from the Word Lists provided in

the Materials for Phonics Lessons according to the sound-spellings category

targeted for remediation. If the selected pairs are composed of words thatare easy to draw (e.g., man—mane as opposed to pal—pale ), then students

may have the option of illustrating their Magic ‘e’ strips. Cut paper strips

for students (e.g., cut note cards in half lengthwise) and gather writing

implements. Prepare the strips ahead of time, either folding and writing the

word pairs for students to read (and optionally illustrate) themselves, or folding

and placing guide lines for writing the words pairs.

If students do their own writing, the guide lines will ensure letter size and

spacing works with the fold.


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Instructions:

• Provide students with their prepared Magic ‘e’ strips.

• If strips have guide lines, then students write on their own Magic ‘e’ strips

as word pairs are presented.

• First, say the short vowel word.

• Students spell the word on the guide lines before the fold. Assist with

spelling as needed, however at this point, students should be capable of

using code knowledge to spell the short vowel words on their own.

• Have students read the word aloud once it is spelled.

• Next, have students fold the strip and write a Magic ‘e’ on the nal guide

line.

• Have student read the new word spelled by creating a separated digraph

with the addition of the Magic ‘e'.

• If strips have the word pair already written, then students move right into

practice reading the words without (unfolded) and with (folded over) the

Magic ‘e'.

• Option: Have students illustrate the word pairs with a quick sketch on their

Magic ‘e’ strips.

• Magic ‘e’ strips may be used for review in the future.


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Sound-Spellings: Making Words

Materials:

• Making Words Template (prepared and copied for each student)

• Making Words list

• pencils for each student

• optional: Making Words Extension page copied for each student

Preparation: Select a Making Words list according to the sound-spellings

targeted for remediation.

Note: Some pages allow for making words including a nal ‘s’ (e.g., mats ). If

students create words with nal 's' for separated vowel digraph lists, they will

need support removing the nal 's' when testing to see if adding Magic 'e'

creates a real word.

Fill in the template with the chosen list. (Backslashes separate the letters for

each row.) Copy for each student. Also copy the Extension page, if desired.

Gather pencils for each student.

Instructions:

• Model how to use the letters surrounding the center box to make words.

Tracing the path of letters may support students as they attempt sound-

spelling combinations.

• Students write the words they make on the lines provided.

• Ensure comprehension by asking students to provide a sentence using the

real words they make.

• More words can be created than the number of lines provided. For

students who are capable of productively continuing to create additionalwords, the Extension Page can be copied and provided.

Making Words Lists

• Making Words (‘ee’) has students make words by using the consonants

surrounding the ‘ee’ spelling as beginning or ending sound-spellings.

• Making Words (Separated Vowel Digraphs: ‘a_e', ‘i_e', ‘o_e', and ‘u_e’)

lists have students make words by rst using the consonants surrounding

the short vowel sound-spelling as beginning or ending sound-spellings.

Then, after making words with the short vowel sound-spelling, have

students test their words to see if adding Magic ‘e’ creates a real word with

the separated vowel digraph sound-spelling. Students could simply add ‘eif it does create a real word or write a new list of the real words created by

adding Magic ‘e’ on the Making Words Extension page. For example, using

the Making Words ‘i_e’ list students can make the word pin, and adding

Magic ‘e’ creates the real word pine.


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('ee') k n d / f ee p / r t s

('a_e') p l n / c a m / s t r

('i_e') s p t / l i m / r d n

('o_e') d h t / r o p / m b n

('u_e') c f t / m u b / l p s

Sample:

('a_e')

p l n

c a m

s t r

Sound-Spellings: BINGO

Materials:

• BINGO game set

• nine tokens per student

Preparation: Copy a BINGO game set (Boards and Cards) from Materials for

Phonics Lessons according to the category of sound-spellings targeted for

remediation: mixed short and long vowel or long vowel only. If students are

struggling to distinguish between short and long vowel sound-spellings when

both are used in instruction, the long vowel digraph game set may be used

before the long and short vowel sound-spelling game set. Cut the BINGO

Cards. Gather tokens for each student to cover spaces on their game boards

(e.g., cubes, pennies, beans, etc.).

Instructions:

• Provide students with a BINGO Board and at least nine tokens.• As word cards are selected and read, students search for the word on their

game board.

• Ask students to put their nger on the word if they nd it and read it aloud

to conrm they are correct before covering the space.

• When students are incorrect, use the opportunity to address the

confusion.

• When students are correct ask, “How did you know that was ?”

(This verbalization of knowledge or strategies used is powerful for

reinforcing learning.)

• The game may be played until one or all students get three spaces

covered in a row, or until one or all students get “black-out” (covering the

entire board).


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Sound-Spellings: Race to the Top

Materials:

• Large Letter Cards or Word/Picture Cards

• Race to the Top game boards

• container to keep two-sided cards

• game pieces (e.g., different colored cubes, various coins, odd shapedbuttons, etc.)

Preparation: Select Large Letter Cards or Word/Picture Cards from Materials

for Phonics Lessons according to the category of sound-spellings targeted for

remediation. If students are struggling to distinguish between short and long

vowel sound-spellings when both are used in instruction, the long vowel Word/

Picture Cards may be used before including the short vowel Word/Picture Cards

for a combination of long and short vowel sound-spellings. Copy and cut out

cards. If Word/Picture Cards are used, gather a container (e.g., brown bag) from

which the two-sided cards can be drawn. Copy Race to the Top game boards.

Also gather different objects for students to use as game pieces.Using Large Letter Cards—Cards may be placed face down in a pile.

• Give the Sound: As Letter Cards are ipped over, students provide the

correct sound.

• Give the Word: As Letter Cards are ipped over, students provide a word

that contains the sound.

Using Word/Picture Cards—Cards should be concealed and drawn from a

container, such as a brown bag.

• Read It: As cards are drawn, the word side of the card is shown to the

opposing player to be read. The picture side allows for conrmation/correction.

• Spell It: As cards are drawn, the picture side of the card is shown to the

opposing player to be spelled (e.g., on a dry erase board). The word side

allows for conrmation/correction.

Instructions:

• Provide students with game boards, a game piece, and selected card set.

• Students perform according to the cards and game variation chosen. For

correct answers students move up a rung; for incorrect answers students

fall down a rung. First one who gets to the top wins.


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Sound-Spellings: Memory

Materials:

• Word/Picture Cards

Preparation: Select Word/Picture Cards from Materials for Phonics Lessons

according to the category of sound-spellings targeted for remediation. If

students are struggling to distinguish between short and long vowel sound-

spellings when both are used in instruction, the long vowel sound-spelling

Word/Picture Cards may be used before including the short vowel sound-

spelling Word/Picture Cards for a combination of long and short vowel sound-

spellings. Copy and cut out cards onto darker colored paper, otherwise

students can see the images through the paper when they are turned over. The

word and picture side of the cards should be cut apart.

Instructions:

• Model how to mix up the cards, lay them out, and take turns turning pairs

over to look for matches.

• The goal is to match the word with its corresponding image.• As students become comfortable with the game it may be able to be

played independently.

Sound-Spellings: Phrase and Sentence Baseball

Materials:

• Phrases and Sentences typed or written on paper strips for students to

read

• writing surface and implement (e.g., chalkboard and chalk)

• timerPreparation: Select phrases and/or sentences from the lists provided in

Materials for Phonics Lessons according to the category of sound-spellings

targeted for remediation. Type the phrases and/or sentences or write them on

paper strips for students to read. Draw a baseball diamond on the board, and

divide students into two teams.

Instructions:

• Students may be familiar with this game from playing Tricky Word Baseball

in lessons from the Unit 2 Teacher Guide. If not, tell students they will take

turns and have 10 minutes to get as many runs as they can.

• Set the timer for 10 minutes and begin presenting phrases and sentences.

With each correctly read phrase or sentence a team advances one base,

earning runs each time they round home base.

• When a student misreads a phrase or sentence, the other team gets a turn

at bat. Continue until the time is up.


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Sound-Spellings: Phrase and Sentence Read, Write, Share

Materials:

• Phrases and Sentences typed or written on paper strips for students to

read

• writing surface and implement for each student (e.g., dry erase board and

marker)

Preparation: Select phrases and/or sentences from the lists provided in Materials

for Phonics Lessons according to the category of sound-spellings targeted for

remediation. Type the phrases and/or sentences or write them on paper strips

for students to read.

Instructions:

• Read: Present the rst phrase or sentence and have students indicate

when they are ready to read it aloud by signaling with a thumbs-up. Select

one student to read the phrase or sentence aloud.

• Write: Remove the phrase or sentence from student’s view and have them

write either the entire phrase or sentence or a select word on their writingsurface. Again students signal when they are nished with a thumbs-up.

Select one student to show or spell aloud their writing.

• Share: Ask students a question related to the phrase or sentence. Again,

students signal with a thumbs-up when they are prepared to respond.

Select one student to share their response.

• Repeat the Read, Write, Share steps with the next phrase or sentence.

Sample questions related to phrases and sentences for the Share step.

Phrase or Sentence Share Question

in a flash Name something you would do “in a flash?”

have your cake What is your favorite kind of cake?

I rode my bike. Who can pretend to ride a bike?

Nate can bring some grapes. What colors can grapes be?


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Phonics Progress Monitoring

Monitoring: Sound-Spellings Word Recognition Assessments

The Progress Monitoring assessments provided involve asking individual

students to read a collection of words in isolation. Word Reading Assessments

1–4 contain words with vowel digraphs such that if most words are misread with

a short vowel sound, the result is a pseudoword. This may serve as a support

for students, prompting them to try again until they decode a real word. Word

Reading Assessment 5 removes this potential support by including only words

that are real whether the vowel sound-spelling is decoded as the long or short

sound. Therefore, Assessment 5 is a slightly more challenging and reassuring

measure of vowel digraph code knowledge.

Preparation: Copy the page of words with record sheet corresponding to the

Progress Monitoring Assessment you have selected, and cut out the words.

Instructions:

• Model with the sample item.

• Show the cards to the student one at a time.

• Use the record sheet to record each word as the student reads.

• Place a check next to each word read correctly.

• For misread words, write exactly what students say as the word is

sounded out. If students misread a word, prompt them to try to read the

word again, letting them know their rst attempt was incorrect.

• Students may benet from the supports utilized during instruction such

as blending motions and representing sounds with objects (e.g., Push

& Say). Demonstrate and encourage their use during modeling with the

sample item if needed. The goal is for students to eventually be capableof completing the tasks without physical supports or, at least, utilizing the

supports independently (without your prompt).

• Scoring: Scoring is based on one point assigned for every vowel digraph in a

word that is read correctly. Interpret scores as follows:

• 9 or 10 points—excellent

• 8 points—good

• 6 or 7 points—fair

• Less than 6 points—poor

• Further analyze student errors to determine whether there are one or more

particularly problematic sound-spellings. The subtotals for targeted sound-

spellings at the bottom of the record sheets facilitate the identication of

specic problem areas.


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• Also examine whether there are mispronunciations occurring more frequently in

a given position in words. For example, does the student read the initial sound

correctly, but misread the medial and/or nal sound?

• Finally, examine whether the student succeeded in reading words correctly on

the second attempt. If so, the student may be rushing and may benet from

explicit instruction to slow down and look at each letter in a word sequentially,

left to right.

• Goal: Achieve scores of good or excellent (8 points or higher).

• Scores of 7 or less indicate additional reteaching and reinforcement is required

from Assessment and Remediation Guide Unit 2 Section I, Phonics.


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Name:

Vowel Digraph Word Reading: Progress Monitoring 1

same week closehive crate cube

smile choke sleep

use cameWord Student Pronunciation

Sample: same

1. week /w/ /ee/ /k/ - /1

2. close /k/ /l/ /oe / /z/ or /s/ /1

3. hive /h/ /ie/ /v/ - /1

4. crate /k/ /r/ /ae / /t/ /1

5. cube /k / /ue/ /b/ - /1

6. smile /s/ /m/ /ie / /l/ /1

7. choke /ch/ /oe/ /k/ - /1

8. sleep /s/ /l/ /ee / /p/ /1

9. use /ue/ /z/ - - /1

10. came /k/ /ae/ /m/ - /1

Total Correct / 10

Note: Student performance with all phonemes should be noted for evaluation; however, only voweldigraphs are scored for this assessment.

Record Sheet for Vowel Digraph Word Reading: Progress Monitoring 1

‘ee’ > /ee/ (1, 8) /2 ‘i_e’ > /ie/ (3, 6) /2 ‘u_e’ > /ue/ (5, 9) /1

‘a_e’ > /ae/ (4, 10) /2 ‘o_e’ > /oe/ (2, 7) /2


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Name:


same smoke greenmuse slime gaze

scare deep cute

side noseWord Student Pronunciation

Sample: same

1. smoke /s/ /m/ /oe/ /k/ /1

2. green /g/ /r/ /ee / /n/ /1

3. muse /m/ /ue/ /z/ - /1

4. slime /s/ /l/ /ie/ /m/ /1

5. gaze /g / /ae/ /z/ - /1

6. scare /s/ /k/ /ae/ /r/ /1

7. deep /d/ /ee/ /p/ - /1

8. cute /k/ /ue/ /t/ - /1

9. side /s/ /ie/ /d/ - /1

10. nose /n / /oe/ /z / - /1

Total Correct / 10



‘ee’ > /ee/ (2, 7) /2 ‘i_e’ > /ie/ (4, 9) /2 ‘u_e’ > /ue/ (3, 8) /1

‘a_e’ > /ae/ (5, 6) /2 ‘o_e’ > /oe/ (1, 10) /2


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Name:


same fuse poledrive stare need

spoke mule pale

steep timeWord Student Pronunciation

Sample: same

1. fuse /f/ /ue/ /z/ - /1

2. pole /p/ /oe/ /l / - /1

3. drive /d/ /r/ /ie/ /v/ /1

4. stare /s/ /t/ /ae/ /r/ /1

5. need /n / /ee/ /d/ - /1

6. spoke /s/ /p/ /oe/ /k/ /1

7. mule /m/ /ue/ /l/ - /1

8. pale /p/ /ae/ /l/ - /1

9. steep /s/ /t/ /ee/ /p/ /1

10. time /t / /ie/ /m / - /1

Total Correct / 10



‘ee’ > /ee/ (5, 9) /2 ‘i_e’ > /ie/ (3, 10) /2 ‘u_e’ > /ue/ (1, 7) /1

‘a_e’ > /ae/ (4, 8) /2 ‘o_e’ > /oe/ (2, 6) /2


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Name:


same wife ropevase free fume

twine stone speed

mute wavesWord Student Pronunciation

Sample: same

1. wife /w/ /ie/ /f/ - /1

2. rope /r/ /oe/ /p / - /1

3. vase /v/ /ae/ /s/ - /1

4. free /f/ /r/ /ee/ - /1

5. fume /f / /ue/ /m/ - /1

6. twine /t/ /w/ /ie/ /n/ /1

7. stone /s/ /t/ /oe/ /n/ /1

8. speed /s/ /p/ /ee/ /d/ /1

9. mute /m/ /ue/ /t/ - /1

10. waves /w / /ae/ /v / /z/ /1

Total Correct / 10



‘ee’ > /ee/ (4, 8) /2 ‘i_e’ > /ie/ (1, 6) /2 ‘u_e’ > /ue/ (5, 9) /1

‘a_e’ > /ae/ (3, 10) /2 ‘o_e’ > /oe/ (2, 7) /2


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Name:


same note cubeshine pane hide

mate beet globe

teen cuteWord Student Pronunciation

Sample: same

1. note /n/ /oe/ /t/ - /1

2. cube /k/ /ue/ /b/ - /1

3. shine /sh/ /ie/ /n/ - /1

4. pane /p/ /ae/ /n/ - /1

5. hide /h/ /ie/ /d/ - /1

6. mate /m/ /ae/ /t/ - /1

7. beet /b/ /ee/ /t/ - /1

8. globe /g/ /l/ /oe/ /b/ /1

9. teen /t/ /ee/ /n/ - /1

10. cute /k/ /ue/ /t/ - /1

Total Correct / 10



‘ee’ > /ee/ (7, 9) /2 ‘i_e’ > /ie/ (3, 5) /2 ‘u_e’ > /ue/ (2, 10) /1

‘a_e’ > /ae/ (4, 6) /2 ‘o_e’ > /oe/ (1, 8) /2


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Materials for Phonics Lessons

Materials needed for planning and delivering phonics instruction areprovided

here.

Instructional Planning Materials

Articulation Chart

Working with Separated Digraphs

Short Vowel Signs

Blending Motions for Two- to Five-Phoneme Words

Word Lists, Chains, and Phrases and Sentences for Spelling and Reading

Sound-Spelling Exercises Materials

Large Letter Cards (for Match Me and Race to the Top)

Sound Boxes for Push & Say

Push & Say Letter Cards

Making Words Template and Extension Page

BINGO Game Sets

Race to the Top Game Board

Word/Picture Cards (for Race to the Top and Memory)


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Articulation Chart

Refer to the Articulation Chart when students need support distinguishing

phonemes for the explicit instruction exercise Review the Sound-Spelling

and any other time when reviewing articulation may help clarify sound-

spelling knowledge for students. Often students who struggle with the sound

information of phonemes are supported by knowledge of the mechanical (i.e.,

physical) aspects of phonemes. For example, if students struggle to hear the

difference between /t/ and /d/, they can rely on recognizing whether their voice

is on or off to help identify which phoneme it is.

The order of phonemes aligns with the sequence taught in the Grade 1 Skills

strand.

New Phonemes

PhonemeArticulation Features

(Notice in the Mirror)

Is Your

Voice On

or Off?

Can You

Stretch

the

Sound?

/ee/ Lips are open with the corners pulled up (like a smile) On Yes

/ae/

Mouth is open with the tongue pushed forward but not beyond the teeth (You

do not need to teach this, but it may help to be aware that this pronunciation

shifts slightly from the described starting articulation to the articulation for

/ ee/ as it is sounded.)

On Yes

/ie/

Mouth is open with the jaw lowered (You do not need to teach this, but it may

help to be aware that this pronunciation shifts slightly from the described

starting articulation to the articulation for /ee/ as it is sounded.)

On Yes

/oe/

Lips are rounded (You do not need to teach this, but it may help to be aware

that this pronunciation shifts slightly from the described starting articulation

to the articulation for /w/.)

On Yes

/ue/

Tongue pushes against the sides of the upper teeth (like for /y/) and the lipsare pursed (You do not need to teach this, but it may help to be aware that

this pronunciation shifts slightly from the described starting articulation to

the articulation for /oo/, which pushes the lips out further.)

On Yes

Note: To check for voicing, put your hand on your throat as you make a letter-sound. If your voice is ON you will

feel it vibrate!


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Previously Taught Phonemes



Is Your

Voice On

or Off?

Can You

Stretch

the

Sound?*

/p/Lips are pressed together and the air “pops” out (Note this is the same as

/b/.)

Off No

/k/Back of the tongue touches the roof of the mouth, lips are open a little, and

the air “pops” out (Note this is the same as /g/.)Off No

/g/Back of the tongue touches the roof of the mouth, lips are open a little, and

the air “pops” out (Note this is the same as /k/.)On No

/n/

Tip of the tongue touches the bump behind the upper teeth and lips are open

a little (Air goes through your nose! Pinch your nose and you’ll cut off the

sound.)

On Yes

/a/ Mouth is open wide and the tongue is low in the front of the mouth On Yes

/i/ Mouth is open wide and jaw is higher than for /a/ On Yes

/o/ Mouth is open wide and jaw is lower than for /a/ On Yes

/t/ Tip of the tongue taps behind the upper teeth, lips are open a little, and theair “pops” out (Note this is the same as /d/.)

Off No

/d/Tip of the tongue taps behind the upper teeth, lips are open a little, and the

air “pops” out (Note this is the same as /t/.)On No

/m/Lips are together (Air goes through your nose! Pinch your nose and you’ll cut

off the sound.)On Yes

/f/Upper teeth gently touch the lower lip as air is forced noisily through the

space between (Note this is the same as /v/.)Off Yes

/v/Upper teeth gently touch the lower lip as air is forced noisily through the

space between (Note this is the same as /f/.)On Yes

/s/Front of the tongue cups the roof of the mouth, and lips are open a little as air

is forced noisily through the space between (Note this is the same as /z/.)Off Yes

/z/Front of the tongue cups the roof of the mouth, and lips are open a little as air

is forced noisily through the space between (Note this is the same as /s/.)On Yes

/h/Mouth is open wide and the tongue is low in the front of the mouth as air is

forced noisily through the space between the vocal foldsOff No

/b/Lips are pressed together and the air “pops” out (Note this is the same as

/p/.)On No

/l/Tip of the tongue touches the bump behind the upper teeth and lips are open

a little as air passes through with minimal frictionOn Yes

/r/

Tongue is curled back and lips are open a little as air passes through with

minimal friction (Take care not to pronounce the r-controlled vowel sound /er/.

Instead, pronounce with a clean /r/ sound like at the beginning of red.)

On Yes

/w/Lips are rounded and the back of the tongue is raised as air is forced noisily

through the space betweenOn Yes

/e/Mouth is open wide and jaw is in a middle/neutral position (For /i/ and /a/ the

jaw is higher and for /o/ the jaw is lower.)On Yes


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Is Your

Voice On

or Off?

Can You

Stretch

the

Sound?*

/u/Mouth is open wide and jaw is in a low position (The jaw is higher for all the

other short vowels.)On Yes

/j/

The rim of the tongue taps against the roof of the mouth, lips are open a little,

the corners of the lips are pulled up (as if doing a teeny smile), and the air is

released with friction (Note this is the same as /ch/.)

On No

/y/Tongue pushes against the sides of the upper teeth as air passes through

with minimal frictionOn Yes

/x/

This sound is actually two sounds that roll together /k/ and /s/. Tongue starts

touching the roof of the mouth and rolls forward a bit to push air out in a

stream behind the upper teeth. Lips remain open a little.

Off No

Digraph Phonemes

/ch/

The rim of the tongue taps against the roof of the mouth, lips are open a little,

the corners of the lips are pulled up (as if doing a teeny smile), and the air is

released with friction (Note this is the same as /j/.)

Off No

/sh/

The rim of the tongue gently touches the roof of the mouth, and lips are

pushed out as air is forced noisily through the space between

Off Yes

/th/Place the tip of the tongue between the upper and lower teeth as air is forced

noisily through the space between (Note this is the same as /th/.)

Off Yes

/th/Place the tip of the tongue between the upper and lower teeth as air is forced

noisily through the space between (Note this is the same as /th/.)

On Yes

/ng/

This sound is like trying to make an /n/ sound with the articulation for /g/.

Back of the tongue touches the roof of the mouth, closing off the mouth so

that the air and sound goes through the nose

On Yes

/qu/

This sound is actually two sounds that roll together /k/ and /w/. Tongue starts

touching the roof of the mouth and drops as the lips are rounded and air is

pushed out

Off No

*Non-continuous sounds (sounds that cannot be stretched) are more difcult to pronounce in isolation. It is

tempting to add a short vowel sound after the consonant sound (e.g., /buh/ instead of /b/). When teaching these

sounds, particularly the voiced plosives /d/, /g/, and /b/, the fricative /h/, and the affricate /j/, make an effort to

keep the sounds as clipped as possible.


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Working with Separated Digraphs

In the Grade 1 Unit 2 Teacher Guide, separated vowel digraphs are explained

as two letters working together to stand for a single sound (letter team), but

separated from each other by a consonant spelling. Four of the ve vowel

digraphs taught in Unit 2 are separated: /ae/ > ‘a_e’, /ie/ > ‘i_e’, /oe/ > ‘o_e’,

and /ue/ > ‘u_e’.

Reading Separated Digraphs

Reading separated digraphs requires students to scan to the right and glance

back again to the left. Before students become more procient with this skill

they are likely to sound out words with vowel digraphs using the short vowel

sound rst and then correcting for the long vowel sound. For example, a

student may read the word same and rst pronounce /s/ /a/ /m/ ( sam ) but then

correct once they read the nal ‘e’ to /s/ /ae/ /m/ ( same ).

Silent ‘e’ and Magic ‘e’

The grapheme position of the nal ‘e’ is not sounded, but this is not because

the ‘e’ is silent . Rather, the nal position is not sounded, because the ‘e’ is part

of the letter team representing a phoneme in an earlier position (usually medial)of the word. We therefore encourage you to avoid teaching the concept of silent

‘e’ in this unit and silent letters in general. Instead, we recommend referring to

the nal ‘e’ of a separated vowel digraph as a magic ‘e'. Tell students, especially

during Phonics exercises such as Push & Say, the magic ‘e’ works together with

the previous vowel spelling to stand for the long vowel sound instead of the

short vowel sound, and the location of the sound is in the position of the rst

vowel spelling from the separated digraph.

Marking and Pointing Tricks

To help students see and process separated digraphs as single spelling units,

the following marking and pointing tricks may help.

In the Teacher Guide we use a caret placed below the letters to show the

connection between the letters of a separated digraph:

bikeSome teachers prefer to mark the connection with an arch over the top:

bike


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Students can be asked to circle the letters and letter teams that stand for

individual sounds. They can make an amoeba-like shape that encompasses the

‘i’ and the ‘e’ in bike, like this:

b i k eYou can also reinforce the connection by using a pointing trick. When pointingto single-letter spellings or normal digraphs (written with letters sounded side

by side), use a single pointing nger. When you point to a split digraph, pop out

a second nger to make a “V”, with one nger pointing at the rst letter in the

separated digraph and the other pointing at the nal ‘e’.

bike bike bike

Note that the split-nger “V” point looks very much like the caret used in the

Teacher Guide. That is one reason why we prefer that style of notation.

Short Vowel Signs

Articulation for the short vowel sounds may be supported by the following

gestures that represent the shapes of the letters.

/i/ /e/ /a/ /u/ /o/place f inger below l ips pretend not to hear pretend to cry raise arms above head circ le open mouth

with finger


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Blending Motions for Two- to Five-Phoneme Words

Blending motions scaffold students by taking the more abstract concept of

phonemes and making it more concrete with visual and kinesthetic support.

Students who struggle with the ne motor blending with nger gestures may

have success initially using the gross motor arm gesture instead.

Blending Motions for Three-Phoneme Words (Arm Gesture)

For lessons targeting blending three-phoneme words, you may choose to use

gross motor hand motions. This motion prompts students to:

• Hold your right arm in front of your body.

• Touch your left shoulder as you say the rst of three phonemes (e.g., /f/).

• Touch your left elbow as you say the second of three phonemes (e.g., /u/).

• Touch your left wrist as you say the third of three phonemes (e.g., /n/).

• Slide your right hand from your left shoulder down to your left wrist as you say

the whole word with the phonemes blended (e.g., fun ).

1 2 3 4

/f/ /u/ /n/ fun

Blending Motions for Two- to Five-Phoneme Words (Finger Gestures)

Finger tapping is an option for students ready for fine motor movement. Thismotion prompts students to:

• Tap your pointing nger against your thumb as you say the rst phoneme (e.g.,

/f/ ).

• Tap your middle nger against your thumb as you say the second phoneme

(e.g., /u/ ).

Tap your ring nger against your thumb as you say the third phoneme (e.g., /n/ ).

• Tapping your pinkie nger against your thumb can be used if the word has a

fourth phoneme.

• Make a st as you say the whole word with the phonemes blended (e.g., fun ).


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• This blending motion can be modied for use with ve-phoneme words by

tapping ngers on the table, instead of tapping ngers against the thumb.

1 2 3 4

/f/ /u/ /n/ fun

Additional Blending Support

If students struggle to hold all of

the individual sounds in their mind

before final blending,

1. /s/ 2. /a/

3. /n/

4. /d/

5. blend: sand

Then sequential blending may

reduce the burden on memory.

1. /s/

2. /a/

3. blend: sa

4. /n/

5. blend: san

6. /d/

7. blend: sand

Word Lists, Chains, and Phrases and Sentencesfor Spelling and Reading

Word lists are provided to facilitate selecting words for various exercises.

The lists are organized by the scope and sequence of sound-spelling

correspondences taught in Grade 1. For contrast of the new long vowel digraph

sound-spellings with the previously taught short vowel sound-spellings the

following lists are included:

• short and long vowel word pairs

• a sampling of short vowel sound-spelling words

• chains providing a mix of short and long vowel sound-spelling changes


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Long Vowel Word Lists

‘ee’

two-phoneme three-phoneme four-phoneme ‘e’—‘ee’ pairs

bee

eel

see

beet

cheek

deep

feed

feel

feet

free

keep

meet

need

peek

peep

reed

reef

seem

teen

three

tree

week

breed

green

sleep

speed

steep

sweet

bet—beet

bred—breed

fed—feed

met—meet

pep—peep

red—reed

ref—reef

sped—speed

step—steep

ten—teen

check—cheek*fell—feel*

peck—peek*

*These word pairs require extra attention to the double consonant sound-spelling used to preserve the short vowe

sound.

‘a_e’

two-phoneme three-phoneme four-phoneme ‘a’—‘a_e’ pairs

ape

ate

came

canecape

case

fate

game

gave

gaze

hate

lane

late

mademake

mane

mate

namenape

pale

pane

rate

safe

same

shape

take

tape

vasewake

crate

grapeplane

scare

skates

slate

snake

stare

trade

waves

at—ate

can—canecap—cape

fat—fate

hat—hate

mad—made

man—mane

mat—mate

nap—nape

pal—pale

pan—pane

plan—planerat—rate

tap—tape

tack—take*

*These word pairs require extra attention to the double consonant sound-spelling used to preserve the short vowe

sound.


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‘i_e’

two-phoneme three-phoneme four-phoneme ‘i’—‘i_e’ pairs

n/a bite

dime

dine

dive

fine

five

hide

hive

kite

life

like

line

live

mile

pine

quite

ride

ripe

shine

side

site

size

time

tine

wide

wife

wine

drive

glide

slide

slime

smile

spine

twine

bit—bite

dim—dime

fin—fine

hid—hide

kit—kite

pin—pine

quit—quite

rid—ride

rip—ripe

shin—shine

sit—site

slid—slide

slim—slime

spin—spine

tin—tine

twin—twine

win—wine

lick—like*

mill—mile*

*These word pairs require extra attention to the double consonant sound-spelling used to preserve the short vowel

sound.

‘o_e’

two-phoneme three-phoneme four-phoneme ‘o’—‘o_e’ pairs

n/a bone

choke

code

dote

hole

home

hope

jokemope

nose

note

pole

robe

rode

rope

rose

thosevote

broke

close

globe

slope

smoke

spoke

stone

cod—code

dot—dote

glob—globe

hop—hope

mop—mope

not—note

rob—robe

rod—rodeslop—slope

smock—smoke*

*These word pairs require extra attention to the double consonant sound-spelling used to preserve the short vowel

sound.


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‘u_e’

two-phoneme three-phoneme four-phoneme

Ckla g1 Arg u2 Engage

Documents

Transcript of Ckla g1 Arg u2 Engage